few_shots: Example:
Problem/activity:
Narrative
The purpose of this activity is for students to create composite shapes and compose new shapes from composite shapes. For example, students may find that a rectangular prism can be made from four triangular prisms or from eight smaller cubes. Students then discover that they can combine two of the composed rectangular prisms to make a new rectangular prism.
Required Materials
Materials to Gather
Geoblocks
Launch
Groups of 4
Give each group geoblocks.
Display a large cube.
“This cube can be built from other shapes. See how many ways you can build a cube using other shapes.”
3 minutes: partner work time
Share responses.
Activity
“Choose a different shape. Try to find smaller shapes you can use to build that shape.”
5 minutes: partner work time
Student Response
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for free access to Student Response.
Activity Synthesis
Display a cube and a composite cube—for example, a cube composed of four small cubes and one rectangular prism.
Demonstrate putting the shapes together.
“What new shape did I make with the cube and the cube I made?”
“Put your shapes together to make a rectangular prism.”
Display a rectangular prism and two triangular prisms.
“Find these shapes. Put them together. What new shape can you make?” (a cube, a rectangular block)


Mathematical concept/skill options: 
A. Reason with shapes and their attributes.
B. Understand similarity in terms of similarity transformations.
C. Use coordinates to prove simple geometric theorems algebraically.
D. Translate between the geometric description and the equation for a conic section.
E. Understand congruence and similarity using physical models, transparencies, or geometry software.
F. Analyze, compare, create, and compose shapes.
G. Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).
H. Understand congruence in terms of rigid motions.
I. Classify two-dimensional figures into categories based on their properties.
J. Draw, construct, and describe geometrical figures and describe the relationships between them.
K. Explain volume formulas and use them to solve problems.
L. Prove theorems involving similarity.
M. Prove geometric theorems.
N. Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.
O. Define trigonometric ratios and solve problems involving right triangles.
P. Apply trigonometry to general triangles.
Q. Visualize relationships between two-dimensional and three-dimensional objects.
R. Draw and identify lines and angles, and classify shapes by properties of their lines and angles.
S. Make geometric constructions.
T. Apply geometric concepts in modeling situations.
U. Solve real-world and mathematical problems involving area, surface area, and volume.
V. Graph points on the coordinate plane to solve real-world and mathematical problems.
W. Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres.
X. Understand and apply theorems about circles.
Y. Understand and apply the Pythagorean Theorem.
Z. Experiment with transformations in the plane.
AA. Find arc lengths and areas of sectors of circles.


Thought: This activity asks students to reason how shapes can combine to make other shapes.
Answer: A

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: im_lesson_009431

1
options: Reason quantitatively and use units to solve problems.

Compute fluently with multi-digit numbers and find common factors and multiples.

Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers.

Represent and model with vector quantities.

Perform operations on vectors.

Represent complex numbers and their operations on the complex plane.

Know that there are numbers that are not rational, and approximate them by rational numbers.

Perform arithmetic operations with complex numbers.

Extend the properties of exponents to rational exponents.

Apply and extend previous understandings of numbers to the system of rational numbers.

Use complex numbers in polynomial identities and equations.

Apply and extend previous understandings of multiplication and division to divide fractions by fractions.

Use properties of rational and irrational numbers.

Perform operations on matrices and use matrices in applications.
problem_activity: Activity
The purpose of this activity is for students to draw their own axes for different sets of coordinates. They must decide which of the four quadrants they need to use and how to scale the axes. Some students may use logic such as “the largest/smallest point is this, so my axes must go at least that far.” Identify these strategies for the discussion. Monitor for differences in scales and axes where the points were still able to be plotted correctly to highlight during discussion.
Teacher Notes for IM 6–8 Accelerated
Adjust this activity to 15 minutes. Skip the part of the activity synthesis that references making connections back to the warm-up.
Launch
Arrange students in groups of 2. Allow 10 minutes for students to construct their graphs and discuss them with their partners. Follow with a whole-class discussion.
Action and Expression: Internalize Executive Functions.
Chunk this task into more manageable parts. Check in with students after the first 2–3 minutes of work time. Invite students to share their reasoning about where they placed each axis and how they determined an appropriate scale. Some students may benefit from access to partially-created graphs with varying degrees of completion—for example, axes with or without unlabeled tick marks.
Supports accessibility for: Memory; Organization
Listening, Speaking: MLR2 Collect and Display.
Listen for and display vocabulary and phrases students use to justify their choice of axes (e.g., “minimum/maximum
\(x\)
- or
\(y\)
-coordinate” or “appropriate units”). Continue to update collected language students used to explain their reasoning to their peers. Remind students to borrow language from the display during paired and whole-class discussions.
Design Principle(s): Maximize meta-awareness
Student Facing
Here are three sets of coordinates. For each set, draw and label an appropriate pair of axes and plot the points.
\((1, 2), (3, \text-4), (\text-5, \text-2), (0, 2.5)\)
[IMG]
\((50, 50), (0, 0), (\text-10, \text-30), (\text-35, 40)\)
[IMG]
\(\left(\frac14, \frac34\right), \left(\frac {\text{-}5}{4}, \frac12\right), \left(\text-1\frac14, \frac {\text{-}3}{4}\right), \left(\frac14, \frac {\text{-}1}{2}\right)\)
[IMG]
Discuss with a partner:
How are the axes and labels of your three drawings different?
How did the coordinates affect the way you drew the axes and label the numbers?
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Anticipated Misconceptions
Make sure that students label distances on their axes consistently. For example, if the first tick mark after 0 is 3, then the next must be 6 in order for the spacing to be consistent.
Activity Synthesis
The key takeaway from this discussion is that defining axes and scale is a process of reasoning, not an exact science. Ask students to share their strategies about how to place and scale their axes. First, display previously selected student responses that capture the same data on their axes, but with slightly different origins or scales. Ask students which axes they think better represent the data. If not mentioned by students, point out that axes with a lot of empty space probably could benefit from either a different scale or a different origin. Select previously identified students to demonstrate a reliable strategy for finding the needed maximum or minimum. Link back to the warm-up when talking about how to scale the axes: if there are larger numbers, then a bigger scale makes more sense. Also draw attention to the fractional coordinates and how using decimal equivalents might make it easier to scale.


correct_option_index: 9